Do Peers Contribute to the Likelihood of Secondary School Graduation among Disadvantaged Boys?

Autor/inn/en	Veronneau, Marie-Helene; Vitaro, Frank; Pedersen, Sara; Tremblay, Richard E.
Titel	Do Peers Contribute to the Likelihood of Secondary School Graduation among Disadvantaged Boys?
Quelle	In: Journal of Educational Psychology, 100 (2008) 2, S.429-442 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/0022-0663.100.2.429
Schlagwörter	Graduation Rate; High School Graduates; Longitudinal Studies; Peer Influence; Peer Acceptance; Aggression; Friendship; Predictor Variables; White Students; Low Income Groups; Urban Schools; French; Prosocial Behavior; Academic Achievement; Preadolescents; Males; Foreign Countries; Social Influences; Structural Equation Models; Hypothesis Testing; Student Motivation; Antisocial Behavior; Canada + Suchen Sie Ihr Suchwort? High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Freundschaft; Prädiktor; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Französisch; Schulleistung; Pre-adolescence; Präadoleszenz; Male; Männliches Geschlecht; Ausland; Sozialer Einfluss; Hypothesenprüfung; Hypothesentest; Schulische Motivation; Kanada
Abstract	This 17-year longitudinal study tested whether low peer-perceived acceptance and association with aggressive-disruptive friends during preadolescence predicted students' failure to graduate from secondary school. Participants were 997 Caucasian, French-speaking boys from low-socioeconomic status, urban neighborhoods. The boys were recruited in kindergarten (age 6) and followed through early adulthood (age 23). Low levels of prosocial behaviors and high levels of aggressive-disruptive behaviors in childhood were expected to predict negative preadolescent peer experiences. Adolescent academic achievement and school commitment were expected to mediate the link between preadolescent peer experiences and early adulthood graduation status. Results of structural equation modeling analyses tended to support these hypotheses. Greater childhood aggression-disruptiveness positively predicted friends' preadolescent aggression-disruptiveness. Having aggressive-disruptive friends, in turn, was related to a lower likelihood of graduation. Lower academic achievement and school commitment partially mediated the association between friend characteristics and graduation. Peer acceptance did not contribute to graduation. (Contains 2 tables, 2 figures and 2 footnotes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10